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Figure14.3
Sociotechnicalsolutions.(FromStefanCarmienetal.Socio-technical
environments supporting people with cognitive disabilities using public trans-
portation.
ACM Transactions on Computer-Human Interaction (TOCHI).
Vol.12,
No. 2.pp.233-262,June2005.)
Table 14.1
Artifacts
Maps
—Show physical representation, one's current location, and destination;
help identify routing options.
Schedules
—Transportation arrival and departure time.
Landmarks
—Speciic events or locations to identify positioning.
Signs
—Written notifications to explain location, rules, upcoming events, etc.
Clocks
—Schedule synchronization.
Source:
Stefan Carmien et al. Socio-technical environments supporting people with
cognitive disabilities using public transportation.
ACM Transactions on
Computer-Human Interaction (TOCHI).
Vol. 12, No. 2. pp. 233-262, June 2005.
and preparation necessary. Each class encountered errors in the form of misdirec-
tion during the study. Each error was quickly corrected by referring to one of the
previously mentioned artifacts.
After the data were gathered from “normal” individuals using the transit sys-
tems, cognitively disabled students were observed while they learned how to travel
using public transportation. A group of 13 mentally handicapped students were
followed as they learned to use a local bus system. he study revealed that 45-75%
of students learned to ride the bus unsupervised in at least one route. It is estimated
that it takes an average of one year to teach a cognitively disabled person to travel
using public transit. he length of the instruction is the reason many mentally
handicapped people never learn.